PAMANTASAN NG LUNGSOD NG PASIG

Alcalde Jose St. Kapasigan, Pasig City

COLLEGE OF EDUCATION

ED106: Assessment in Learning 1

Second Semester, A.Y 2024-2025

CHAPTER 1 THE THREE CHARACTERISTICS OF OBE

Shift of Educational Focus from Content 1. student-centered – places the students at the
to Learning Outcomes center of the process by focusing on Student
Learning Outcomes (SLO).
EDUCATION came from the two Latin words: 2. faculty-driven – encourages faculty
“educare” and “educere” which meant “to responsibility for teaching, assessing program
draw out”. outcomes, and motivating participation from the
students.
TRADITIONAL EDUCATION 3. meaningful – provides data to guide the
⦁ Believe that education is a “pouring in” teacher in making valid and continuing
process. improvement in instruction and assessment
⦁ The teacher was the infallible giver of activities.
knowledge and the student was the passive
recipient. THE PROCEDURES TO IMPLEMENT OBE
⦁ The focus of instruction was content and subject 1. Identification of the educational objectives
matter. of the subject/course.
⦁ Known as Content-Based (teacher-centric) Educational Objectives are the broad goals that
where it focuses on what students are taught. the subject/course expects to achieve. They define
⦁ The success of the student is measured by how in general terms the knowledge, skills, and
much the content the students remember or attitudes that the teacher will help the students to
understand. attain. Objectives are stated from the point of the
teacher.
2. Listing of learning outcomes specified for
NEW EDUCATION
each subject/course objective.
⦁ Believe that education is a “draw out” process.
Subject/course objective are broad that’s why
⦁ The teacher was the facilitator of knowledge they do not provide detailed guide to be teachable
and ceased to be the sole source of and measurable. Learning outcomes are stated as
knowledge. concrete active verbs. A good source of learning
⦁ The focus of instruction was the learning outcomes statements is the Taxonomy of
outcomes. Educational Objectives by Benjamin Bloom.
⦁ Known as Outcome-Based (student-centric) The Three Groups of Bloom’s Taxonomy
where it focuses on what students are able to do a. cognitive – also called knowledge, refers to
after they’ve learned. mental skills.
⦁ The success of the student is measured by what b. psychomotor – also referred to as skills,
the students can demonstrate or apply. includes manual and physical skills.
c. affective – also known as attitude, refers to
Advent of Technology – caused a change of growth in feelings or emotions from simplest
perspective in education, nationally and behavior to the most complex.
internationally. 3. Drafting outcomes assessment procedure.
It enables teacher to determine the degree to
Knowledge Explosion – students are which the students are attaining the desired
surrounded with various sources of facts and learning outcomes. The data gathered will guide
information accessible through user-friendly the selection of assessment tools to be used and
technology. at what point assessment will be done.

OUTCOME-BASED EDUCATION (OBE)

⭞ Focuses classroom instruction on the skills and
competencies that students must demonstrate
when they exit.
 TWO TYPES OF OUTCOME CHAPTER 2
1. IMMEDIATE OUTCOME Determining the Progress Towards the
⮞ Also known as instructional outcomes. Attainment of Learning Outcomes
⮞ This are competencies/skills acquired upon
completion of an instruction, a subject, a grade DETERMINANTS OF THE STUDENT’S
level, a segment of the program, or of the program PROGRESS TOWARDS THE ATTAINMENT OF
itself. LEARNING OUTCOMES
Examples: 1. Measurement
⦁ Promotion to a higher grade level. 2. Assessment
⦁ Graduation from a program. 3. Evaluation
⦁ Passing a required licensure examination.
MEASUREMENT
⦁ Initial job placement.
⭞ The process of determining or describing the
2. DEFERRED OUTCOME
attributes or characteristics of physical objects
⮞ Also known as institutional outcomes.
generally in terms of quality.
⮞ This refers to the ability to apply cognitive,
⭞ When we measure, we collect quantitative
psychomotor, and affective skills/competencies in
information relative to some established
various situations many years after completion of
standards.
a degree program.
Examples:
TYPES OF MEASUREMENT
⦁ Success in professional practice or occupation.
1. OBJECTIVE MEASUREMENT (testing)
⦁ Promotion in a job.
⮞ Do not depend on the person or individual taking
⦁ Success in career planning, health, and wellness.
the measurements.
⦁ Awards and recognition.
⮞ An example is knowledge of the subject matter
is often measured through standardized test
FOUR LEVELS OF OUTCOMES IN OBE results.
1. INSTITUTIONAL OUTCOME 2. SUBJECTIVE MEASUREMENT (perception)
⮞ Statements of what the graduates of an ⮞ Differ from one assessor to the next even if the
educational institution are supposed to be able to same quantity or quality is being measured.
do beyond graduation. ⮞ An example is asking a group of experts to rate
2. PROGRAM OUTCOME student’s (or a teacher’s) knowledge of the subject
⮞ Statements of what graduates of a particular matter in a scale of 1 to 5.
educational programs or degrees are able to do at
the completion of the degree or program. Objective measurements are more stable than
3. COURSE OUTCOME subjective measurements in the sense that
⮞ Statements of what students should be able to repeated measurements of the same quantity or
demonstrate at the end of the course or a subject. quality of interest will produce more or less of the
4. LEARNING/INSTRUCTIONAL/LESSON same outcome.
OUTCOME
⮞ Statements of what students should be able to The 2 Components of Measurement of
do after a lesson or instruction. Quantity or Quality of Interest are: true value
of the quantity/quality and a random error
Broad – Institutional Outcome component.
More Specific – Program or Degree Outcome
Much More Specific – Course or Subject Outcome Variables – measurable characteristics of a
Most Specific – Learning or Instructional Outcome student. It may be directly measurable as in age
and height or cannot be directly measure like
Educational Objective – are formulated from the class participation. It exists when indicators are
point of view of the teacher. grouped together.

Learning Outcome – are what students are Indicators – are the building blocks of
supposed to demonstrate after instruction. educational measurement upon which all other
forms of measurement are built. This concept is
introduced for those variables where direct
measurements are not feasible.
Factors – it exists when variables are TWO BROAD CATEGORIES OF EVALUATION
formed/grouped together. It is also known as 1. FORMATIVE EVALUATION
construct. ⮞ A method of judging the worth of a program
while the program activities are in progress.
ASSESSMENT ⮞ The focus is on the process.
⭞ The term assessment is derived from the Latin ⮞ The result of this give information to the
word “assidere” which means “to sit beside” proponents, learners, and teachers on how well
(Wiggins, 1993). the objectives of the program are being attained
⭞ Process of gathering evidence of students’ while the program is in progress.
performance over a period of time to determine ⮞ Its main objective is to determine deficiencies so
learning and mastery of skills. that the appropriate interventions can be done.
⭞ Its overall goal is to improve student learning 2. SUMMATIVE EVALUATION
and provide students, parents, and teachers with ⮞ A method of judging the worth of a program at
reliable information regarding student progress the end of the program activities.
and extent of attainment of the expected learning ⮞ The focus is on the result.
outcomes. ⮞ The instruments used to collect data for
⭞ It uses, as basis, the levels of achievement and summative evaluation are questionnaires, survey
standards required for the curricular goals forms, interview/observation guide, and test.
appropriate for the grade or year level. ⮞ It is designed to determine the effectiveness of
⭞ The result of it show the more permanent a program or activity based on its avowed
learning and clearer picture of the students’ purposes.
ability.
The subject of evaluation is wider than assessment
Assessment of Skill Attainment – relatively which focuses specifically on student learning
easier than assessment of understanding and outcomes.
other mental ability. Skills can be practised and
are readily demonstrable. Either the skill exists at Summarization:
a certain level or it doesn’t. We measure height, distance, weight of
knowledge of subject matter through testing.
Assessment of Understanding – is much more We assess learning outcome.
complex. We can assess a person’s knowledge in
We evaluate results in terms of some criteria
a number of ways but we need to infer from
or objectives.
certain indicators of understanding through
written descriptions.
Measurement – refers to the process by which
the attributes or dimensions of some objects or
EVALUATION
subjects of study are determined.
⭞ It originates from the root word “value” and so
when we evaluate, we expect our process to give Assessment – is a process of selecting, receiving,
information regarding the worth, appropriateness, and using data for the purpose of improvement in
goodness, validity, or legality of something for the current performance. It is also a process of
which a reliable measurement has been made. objectively understanding the state or condition of
⭞ It is a process designed to provide information a thing by observation and measurement.
that will help to make judgment about a particular
situation. Evaluation – is an act of passing judgment on the
⭞ The end result of this is to adopt, reject, or basis of a set of standards. It is also a process of
revise what has been evaluated. observing and measuring a thing for the purpose
⭞ Objects of evaluation includes instructional of judging it and of determining its value either by
programs, school projects, teachers, students, comparison to a similar thing or a standard.
and educational goals.
⭞ It involves data collection and analysis and
quantitative and qualitative methods.
⭞ It helps educators determine the success of their
academic programs and signal efforts to improve
student achievement.
 APPROACHES TO ASSESSMENT c) work effectively and independently in multi-
1. Assessment FOR Learning disciplinary and multi-cultural teams
⮞ Teachers use assessment results to inform or d) act in recognition of professional, social, and
adjust their teaching. ethical responsibility
⮞ Teachers are using student’s knowledge, e) preserve and promote “Filipino historical and
understanding, and skills to inform their teaching. cultural heritage”
⮞ It occurs throughout the teaching and learning
process to clarify and ensure student learning and Higher Education Institutional (HEI) –
understanding. program outcomes are based on types of higher
education institutional because this determines
⮞ In the process of teaching, when the teacher
the focus and purpose of the HEI.
noticed that the student did not understand the
topic then they must adjust their instructional
Policies, Standards and Guidelines (PSG) –
strategy.
program outcomes specific to degrees are
2. Assessment OF Learning
programs spelled out in the specific PSG per
⮞ It is given at the end of a unit, grading period,
program or degree issued by the same
or a term like a semester.
commission.
⮞ It is meant to assess learning for grading
purposes. PROGRAM OUTCOMES FOR TEACHER
⮞ It is referred to as summative assessment. EDUCATION IN 2017 PHILIPPINES
⮞ The effectiveness of summative assessment a) articulate the rootedness of education in
depends on the validity and reliability of the philosophical, socio-cultural, historical,
assessment activity and tools. psychological, and political contexts
3. Assessment AS Learning b) demonstrate mastery of subject
⮞ It is associated with self-assessment. matter/discipline
Assessment by itself is already a form of learning c) facilitate learning using a wide range of teaching
for the students. methodologies and delivery modes appropriate to
⮞ Students set their targets, actively monitor, and specific learners and their environments
evaluate their own learning in relation to their set d) develop innovative curricula, instructional
target. plans, teaching approaches, and resources for
⮞ Students become self-directed or independent diverse learners.
learners. e) apply skills in the development and utilization
⮞ By assessing their own learning, they are of ICT to promote quality, relevant, and
learning at the same time. sustainable educational practices
f) demonstrate a variety of thinking skills in
Pre-Test – it is to find out where the students are planning, monitoring, assessing, and reporting
or determined their entry knowledge or skills so learning processes and outcomes
teacher knows how to adjust instruction. g) practice professional and ethical teaching
standards sensitive to the local, national, and
Post-Test – it is to find out if the intended global realities
learning outcome has been attained after the h) pursue lifelong learning for personal and
teaching-learning process. professional growth through varied experiential
and field-based opportunities

PROGRAM OUTCOMES STATEMENTS

CHAPTER 3 1. Bachelor of Elementary Education – CMO
Program Outcomes and Student Learning No. 27, s. 2017
Outcomes 2. Bachelor of Secondary Education Major in
English, Filipino, Math, Science, and Social
Commission on Higher Education (CHED) – Studies – CMO No. 75, s. 2017
the body that regulates higher education in the 3. Bachelor of Early Childhood Education –
Philippines. CMO No. 76, s. 2017
4. Bachelor of Special Needs Education – CMO
MEMORANDUM ORDER #20, s. 2014 No. 77, s. 2017
a) articulate and discuss the latest developments 5. Bachelor of Technology and Livelihood
in the specific field of practice Education – CMO No. 78, s. 2017
b) effectively communicate orally and in writing 6. Bachelor of Technical-Vocational Teacher
using both English and Filipino Education – CMO No. 79, s. 2017
7. Bachelor of Physical Education – CMO No. 2. UNDERSTANDING
80, s. 2017 ⮞ Constructing meaning from different types of
8. Bachelor of Culture and Arts Education – functions be they written or graphic messages or
CMO No. 82, s. 2017 activities like interpreting, exemplifying,
classifying, summarizing, inferring, comparing, or
THE THREE DOMAINS OF EDUCATIONAL explaining.
ACTIVITIES 3. APPLYING
(The Three Types of Learning) ⮞ Carrying out or using a procedure through
1. COGNITIVE executing or implementing. It relates to or refers
⮞ It refers to mental skills. to situations where learned materials is used
2. AFFECTIVE through products.
⮞ It refers to growth in feelings or emotions. 4. ANALYZING
3. PSYCHOMOTOR ⮞ Breaking materials or concepts into parts,
⮞ It refers to manual or physical skills. determining how the parts relate to one another
or how they interrelate or how the parts relate to
Benjamin Bloom – identified the three domains an overall structure or purpose.
of education activities in 1956. 5. EVALUATING
⮞ Making judgments based on criteria and
The domains are regarded as too technical by standards through checking and critiquing. In the
practising teachers and so the domains are newer taxonomy, evaluating comes before
translated to simpler terms: creating as it is often a necessary part of the
Knowledge precursory behavior before one creates
Skills something.
Attitudes 6. CREATING
⮞ Putting elements together to form a coherent or
functional whole; reorganizing elements into a
BLOOM’S TAXONOMY 1956 new pattern or structure through generating,
1. KNOWLEDGE planning, or producing. This process is the most
⮞ Remembering or retrieving previously learned difficult mental function in the new taxonomy.
material.
2. COMPREHENSION ORIGINAL vs. REVISED TAXONOMY
⮞ The ability to grasp or construct meaning from Benjamin Bloom’s Taxonomy is revised, reviewed,
and effected some changes by his former student,
material.
Lorin Anderson. Those changes are:
3. APPLICATION
a) changing the names in the six subdivisions from
⮞ The ability to use learned material or to
noun to verb
implement material in new and concrete situations
b) re-arranging the order of the last two: synthesis
4. ANALYSIS
and evaluation
⮞ The ability to break down or distinguish the parts
of material into its components so that its THE FOUR LEVELS OF KNOWLEDGE
organizational structure may be better (Anderson and Krathwohl)
understood.
1. FACTUAL KNOWLEDGE
5. SYNTHESIS
⮞ It refers to facts. This refers to essential facts,
⮞ The ability to put parts together to form a
terminologies, details, or elements students must
coherent or unique new whole.
know or be familiar with in order to understand a
6. EVALUATION
discipline or solve a problem.
⮞ The ability to judge, check, and even critique the 2. CONCEPTUAL KNOWLEDGE
value of material for a given purpose. ⮞ This refers to the interrelationship of facts. It is
facts put together within a larger structure that
ANDERSON’S AND KRATHWOHL’S enable them to function together. It is knowledge
TAXONOMY 2001 of classifications, principles, generalizations,
1. REMEMBERING theories, models, or structures pertinent to a
⮞ Recognizing or recalling knowledge from particular disciplinary area.
memory. It is when memory is used to produce or 3. PROCEDURAL KNOWLEDGE
retrieve definitions, facts, or lists, or to recite ⮞ This is knowing how to do something. It refers
previously learned information. to information or knowledge that helps students to
do something specific to a discipline, subject, or
area of study.
4. METACOGNITIVE KNOWLEDGE DOMAIN I: COGNITIVE (KNOWLEDGE)
⮞ This is knowing that you know. This is thinking 1. REMEMBERING – recall of previously learned
about your own thinking in a purposeful way. It is information.
awareness and knowledge of one’s own cognition. 2. UNDERSTANDING – comprehending the
It is a reflective knowledge about how to go about meaning, translation, and interpretation of
solving problems and cognitive task. instructions; state a problem in one’s own word.
3. APPLYING – using what was learned in the
REVISED FOUR LEVELS OF KNOWLEDGE classroom in similar new situations.
1. FACTUAL KNOWLEDGE – basic information. 4. ANALYZING – separating materials or concept
Knowledge of Terminology into component parts to understand the whole.
Knowledge of Specific Details and Elements 5. EVALUATING – judging the value of an idea,
2. CONCEPTUAL KNOWLEDGE – the object or material.
relationships among pieces of a larger structure 6. CREATING – building a structure or pattern;
that make them function together. putting parts together.
Knowledge of Classifications and Categories
Knowledge of Principles and Generalizations DOMAIN II: PSYCHOMOTOR (SKILLS)
Knowledge of Theories, Models, and Structures ⭞ E. Simpson, Dave, and A.S. Harrow
3. PROCEDURAL KNOWLEDGE – how to do recommended categories for the Psychomotor
something. Domain which included physical coordination,
Knowledge of Subject-Specific Skills and movement, and use of motor skills body parts.
Algorithms ⭞ Simpson contributed 7 categories, Dave had 5
Knowledge of Subject-Specific Techniques and categories, and Harrow had 6 categories.
Methods
Knowledge of Criteria for Determining when to SIMPSON’S 7 CATEGORIES
Use Appropriate Procedures 1. PERCEPTION (awareness) – ability to use
4. METACOGNITIVE KNOWLEDGE – knowledge sensory cues to guide motor activity. This ranges
of thinking in general and your thinking in from sensory stimulation, through cue selection to
particular. translation.
Strategic Knowledge 2. SET – readiness to act. It includes mental,
Knowledge about Cognitive Task, including physical, and emotional sets. These three sets are
Appropriate Contextual and Conditional dispositions that predetermine a person’s
Knowledge response to different situations (sometimes called
Self-knowledge mindset).
3. GUIDED RESPONSE – the early stages in
EXAMPLE OF COGNITIVE ACTIVITIES learning a complex skill that includes imitation and
1. REMEMBERING – produce the right trial and error. Adequacy of performance is
information from memory. achieved by practicing.
Ex.: Recognizing & Recalling 4. MECHANISM (basic proficiency) – this is the
2. UNDERSTANDING – make meaning from intermediate stage in learning a complex skill.
educational materials or experiences. Learned responses have become habitual and the
Ex.: Interpreting, Exemplifying, Classifying, movements can be performed with some
Inferring, Comparing, & Explaining confidence and proficiency.
3. APPLYING – use a procedure. 5. COMPLEX OVERT RESPONSE – skillful
Ex.: Executing & Implementing performance of motor acts that involve complex
4. ANALYZING – break a concept down into its movement patterns. This category includes
parts and describe how the parts relate to the performing without hesitation and automatic
whole. performance.
Ex.: Differentiating, Organizing, & Attributing 6. ADAPTATION – skills are well developed and
5. EVALUATING – make judgments based on the individual can modify movement patterns to fit
criteria and syllabus guidelines. special requirements.
Ex.: Checking & Critiquing 7. ORIGINATION – creating new movement
6. CREATING – put pieces together to form patterns to fit a particular situation or specific
something new or recognize components of a new problem. Learning outcomes emphasize creativity
structure. based upon highly developed skills.
Ex.: Generating, Planning, & Producing
 DAVE’S 5 CATEGORIES THE CATEGORIES/LEVELS OF THE
1. IMITATION – observing and patterning AFFECTIVE DOMAIN
behavior after someone else. Performance may be 1. RECEIVING – being aware or sensitive to
low quality. something and being willing to listen or pay
2. MANIPULATION – being able to perform attention.
certain actions by memory or following 2. RESPONDING – showing commitment to
instructions. respond in some measure to the idea or
3. PRECISION – refining, becoming more exact. phenomenon.
Performing a skill within a high degree of 3. VALUING – showing willingness to be
precision. perceived as valuing or favoring certain ideas.
4. ARTICULATION – coordinating and adapting a 4. ORGANIZING – arranging values into
series of actions to achieve harmony and internal priorities, creating a unique value system by
consistency. comparing, relating, and synthesizing values.
5. NATURALIZATION – mastering a high-level 5. INTERNALIZING – practicing value system
performance until it becomes second-nature or that controls one’s behavior that is consisted
natural, without needing to think much about it. pervasive, predictable, and characteristics of the
person. It is equated to characterization.
HARROW’S 6 CATEGORIES
1. REFLEX MOVEMENTS – reactions that are not KENDALL’S AND MARZANO’S NEW
learned, such as an involuntary reaction. TAXONOMY
2. FUNDAMENTAL MOVEMENTS – basic ⭞ Kendall and Marzano reframed the three
movements such as walking or grasping. domains of knowledge (information, mental
3. PERCEPTUAL ABILITIES – response to procedures, and psychomotor procedures) by
stimuli such as visual, auditory, kinesthetic, or describing six levels of processing knowledge.
tactile discrimination. ⭞ The first four levels of processing are cognitive,
4. PHYSICAL ABILITIES (fitness) – stamina starting with the lowest (retrieval) then moving
that must be developed further development such upward with increasing cognitive complexity.
as strength and agility. ⭞ The fifth level of processing, the metacognitive
5. SKILLED MOVEMENTS – advanced learned system, involves the learner’s specification of
movements as one would find in sports or acting. learning goals, monitoring of the learner’s own
6. NONDISCURSIVE COMMUNICATION – use learning process, clarity, and accuracy of the
effective body language, such as gestures and learner’s learning.
facial expressions. ⭞ The highest level of knowledge processing is
self-system, involves the learner’s examination
SIMPLIFIED AND RE-ORGANIZED of the importance of the learning task and his/her
CATEGORIES OR LEVELS OF LEARNING IN self-efficacy. It also involves the learner’s
THE PSYCHOMOTOR DOMAIN examining his/her emotional response and his/her
1. OBSERVING motivation of learning.
⮞ The active mental attention to a physical
activity. LEVEL 1: Retrieval
2. IMITATING LEVEL 2: Comprehension
⮞ The attempt to copy a physical behavior. LEVEL 3: Analysis
3. PRACTISING LEVEL 4: Knowledge Utilization
⮞ Performing a specific activity repeatedly. LEVEL 5: Metacognitive System
4. ADAPTING LEVEL 6: Self-system
⮞ Fine tuning the skill and making minor
adjustments to attain perfection. LEVEL 1: RETRIEVAL
Processes:
DOMAIN III: AFFECTIVE (ATTITUDE) 1. Recognizing – The student can determine
⭞ The affective domain refers to the way in which whether provided information is accurate,
we deal with situations emotionally such as inaccurate, or unknown.
feelings, appreciation, enthusiasm, motivation, 2. Recalling – The student can produce
values, and attitude. information on demand.
3. Executing – The student can perform
procedures without significant errors.
 LEVEL 2: COMPREHENSION associated with a piece of knowledge and
Processes: determine why those associations exists.
1. Integrating – The student can identify the 3. Examining Efficacy – The student can
critical or essential elements of knowledge. examine how much they believe they can improve
2. Symbolizing – The student can depict critical their understanding of specific knowledge.
aspects of knowledge in a pictorial of symbolic 4. Examining Importance – The student can
form. analyze how important specific knowledge is to
them.
LEVEL 3: ANALYSIS
Processes:
1. Matching – The student can identify similarities
and differences in knowledge. CHAPTER 4
2. Classifying – The student can identify super Assessing Student Learning Outcomes
ordinate and subordinate categories to which
information belongs. Outcome Assessment – the process of gathering
3. Analyzing Errors – The student can identify information on whether the instruction, services,
and explain logical or factual errors in knowledge. and activities that the program provides are
4. Generalizing – The student can infer new producing the desired student learning outcomes.
generalizations from known knowledge.
5. Specifying – The student can make and defend PRINCIPLES OF GOOD PRACTICE IN
predictions about what might happen. ASSESSING LEARNING OUTCOMES
1. The assessment of student learning starts with
LEVEL 4: KNOWLEDGE UTILIZATION the institution’s vision, mission, and core values.
Processes: 2. Assessments works best when the program has
1. Decision-making – The student can select clear statement of objectives aligned with the
among alternatives that initially appear to be institutional vision, mission, and core values.
equal and defend their choice. 3. Outcome-based assessment focuses on the
2. Problem-solving – The student can student activities that will still be relevant after
accomplish a goal for which obstacles exist. formal schooling concludes. The activities should
3. Experimenting – The student generates and be observable and less abstract.
tests a hypothesis by conducting an experiment 4. The supporting student activities and
and collecting data. experiences should have equal attention same
4. Investigating – The student generates a with the outcomes.
hypothesis and uses the assertions and opinions 5. Assessment works best when it is continuous,
of others to test the hypothesis. on-going, and not episodic.
6. Begin assessment by specifying clearly and
LEVEL 5: METACOGNITION exactly what you want to assess. What you want
Processes: to assess is/are stated in your learning
1. Monitoring Accuracy – The student can outcomes/lesson objectives.
determine how accurate their understanding of 7. The intended learning outcome/lesson objective
knowledge is and defend their judgment. is the basis of the assessment task. It is the
2. Monitoring Clarity – The student can attainment of the learning outcome not content
determine how well they understand knowledge. that you want to assess.
3. Process Monitoring – The student can self- 8. Set your criterion of success or acceptable
monitor the process of achieving a goal. standard of success.
4. Specifying Goals – The student can set 9. Make use of varied tools for assessment data-
specific goals relative to knowledge and develop a gathering and multiple sources of assessment
plan for accomplishing the goal. data. Consider multiple intelligences and learning
styles. DEPED Order No. 73, s. 2012 cites the
LEVEL 6: SELF-SYSTEM THINKING use of multiple measures as one assessment
Processes: guidelines.
1. Examining Motivation – The student can 10. Learners must be given feedback about their
examine their own motivation to improve their performance. Feedback must be specific.
understanding or competence in specific 11. Assessment should be on real-world
knowledge. applications and not on out-of-context drills.
2. Examining Motivational Response – The 12. Emphasize on the assessment of higher-order
student can identify emotional responses thinking.
13. Provide opportunities for self-assessment.
 OUTCOME ASSESSMENT IN THE PORTFOLIO
INSTRUCTIONAL CYCLE ⭞ It is a purposeful collection of student work or
1. Institutional Vision-Mission documented performance that tells the story of
2. Program Goals student achievement or growth.
3. Subject Objectives ⭞ It falls under the non-paper-and-pencil test.
4. Desired Student Learning Outcomes ⭞ The word “purposeful” implies that portfolio is
5. Diagnostic Assessment not a collection of all student’s work and it is not
6. Deciding on Lesson Focus just a receptacle for all student’s work.
7. Supporting Student Activities ⭞ The student’s work that is collected depends on
8. Formative Assessment of Outcomes the type and purpose of a portfolio you want to
9. Review/Reteach have.
10. Mastery of Learning
11. Summative Assessment of Outcomes TYPES OF PORTFOLIO
Portfolios can be classified according to purpose:
CONSTRUCTIVE ALIGNMENT working portfolios, display portfolios, and
⭞ The Principle of Constructive Alignment simply assessment portfolios.
means that the teaching-learning activity or 1. WORKING OR DEVELOPMENT PORTFOLIO
activities and assessment tasks are aligned with ⮞ It is named as it is because it is a project “in
the intended learning outcome. the works”, containing work in progress as well
⭞ The Constructive Alignment is based on the as finished samples of work.
constructivist theory that learners use their own ⮞ A growth portfolio (also called development
activity to construct their knowledge or other portfolio) demonstrates an individual’s
outcome/s. development and growth over time.
⮞ This portfolio serves as a holding tank for work
CLASSIFICATION OF ASSESSMENT
that may be selected later for a more permanent
METHODS
assessment or display portfolio.
1. TRADITIONAL ASSESSMENT 2. DISPLAY, SHOWCASE, OR BEST WORKS
⮞ It refers to the usual paper-and-pencil test. PORTFOLIO
⮞ It assesses learning in the cognitive domain ⮞ It is the display of the students’ best work.
(Bloom) or declarative knowledge (Kendall and ⮞ Students exhibit their best work and interpret its
Marzano). meaning.
2. AUTHENTIC ASSESSMENT
⮞ It demonstrates the highest level of
⮞ It refers to non-paper-and-pencil test.
achievement attained by the student.
⮞ It is also called as alternative assessment, it 3. ASSESSMENT OR EVALUATION PORTFOLIO
being an alternative to the traditional. ⮞ Its main function of an assessment portfolio is
⮞ It measures psychomotor learning (Kendall and to document what a student has learned based on
Marzano) or procedural knowledge (Kendall and standards and competencies expected of students
Marzano) and learning proven by a product and a at each grade level.
performance.
SCORING RUBRIC
PAPER-AND-PENCIL TEST ⭞ A rubric is a coherent set of criteria for
1. SELECTED-RESPONSE students’ work that includes descriptions of levels
⮞ The selected-response type of tests is alternate of performance quality on the criteria.
response (true or false, yes or no); matching type, ⭞ The main purpose of this is to assess
and the multiple-choice type. performance made evident in processes and
2. CONSTRUCTED-RESPONSE products.
⮞ The constructed-response type of tests is the ⭞ It serves as a scoring guide that seeks to
completion type (fill-in-the-blank), short answer, evaluate a student’s performance in many
the essay test, and problem-solving. different tasks based on a full range of criteria
rather than a single numerical score.
NON-PAPER-AND-PENCIL TEST ⭞ Products and performances can be scored
1. PRODUCT reliably only with the use of scoring rubrics.
⮞ The product type of assessments is product
output like visuals such as graph and collage. TWO MAJOR PARTS OF RUBRICS
2. PERFORMANCE 1. coherent sets of criteria
⮞ The performance type of assessments is 2. descriptions of levels of performance for these
performance task like experiments and drama. criteria.
 THE TWO TYPES OF RUBRICS
1. ANALYTIC RUBRIC
⮞ In each criterion (dimensions, traits) is
evaluated separately.
⮞ It is good for formative assessment.
⮞ It is adaptable to summative assessment
because if you need an overall score for grading,
you can combine the scores.
2. HOLISTIC RUBRIC
⮞ All criteria (dimensions, traits) are evaluated
simultaneously.
⮞ Scoring is faster than with analytic rubric.
⮞ It is good for summative assessment.

MULTIPLE INTELLIGENCES
⭞ Learners have multiple intelligences and varied
learning styles.
⭞ Students must be given opportunities to
demonstrate learning that is aligned to their
multiple intelligences and to their learning styles.
⭞ When teachers consider this, learners will
demonstrate learning in a manner which makes
them feel comfortable and successful.
1. Linguistic
2. Math/Logical
3. Bodily/Kinesthetic
4. Visual Spatial
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalist
9. Existential

ASSESSMENT OF LEARNING OUTCOMES IN

THE K TO 12 PROGRAM
1. Teachers should employ assessment methods
that are consistent with standards. Assessment
must be based not on content but on standards
and competencies. There should be an alignment
between assessment tools or tasks and standards
and competencies.
2. Teachers must employ bot formative and
summative assessment both individually and
collaboratively. Assessment is done primarily to
ensure learning, thus teachers are expected to
assess learning in every stage of lesson
development – beginning, middle, and end.
3. Grades are a function of written work,
performance tasks, and quarterly test. Grades
comes from multiple sources with emphasis on
performance tasks from Grade 1 to Grade 12.
4. The cognitive process dimensions given by
Krathwohl and Anderson (2001) – from
remembering, understanding, applying, analyzing,
evaluating, and creating – governs formulation of
assessment tasks.